Başarı Duyguları Ölçeği Kısa Versiyonlarının Türk Kültürüne Uyarlanması

Year 2024, Volume: 26 Issue: 3, 414 - 424, 30.09.2024

Ozan Filiz , Tuğra Karademir Coşkun

https://doi.org/10.17556/erziefd.1383348

Abstract

Güncel çalışmalar, duyguların öğrenme süreçleriyle güçlü bağlantısını ortaya koymaktadır. Buna karşı duyguların kapsamlı şekilde incelenmesine yönelik veri toplama araçlarında bir ihtiyaç bulunmaktadır. Bu doğrultuda çalışmanın amacı, Bieleke vd. (2021) tarafından geliştirilen başarı duyguları ölçeklerinden Öğrenmeye ve Sınıfa Yönelik Duygular Ölçeklerinin kısa versiyonlarına yönelik geçerlik ve güvenirlik analizlerinin yapılması ve Türk kültürüne uyarlanmasıdır. 725 üniversite öğrencisiyle toplanan verilerin geçerlik çalışmaları doğrulayıcı faktör analizi, güvenirlik çalışmaları Cronbach alfa katsayısı ve Kompozit güvenirliği ile gerçekleştirilmiştir. Doğrulayıcı faktör analizi sonucunda Türk kültürüne uyarlanan ölçeklerin sekiz duygu durumunu (keyif, umut, gurur, öfke, kaygı, utanma, umutsuzluk, sıkılma) ve her bir duygu durumu için dörder toplamda 32 madde içeren orijinal yapısının korunduğu ve kabul edilebilir uyum indislerine sahip olduğu belirlenmiştir. Cronbach alfa katsayılarının Öğrenmeye Yönelik Duygular Ölçeği için 0.804, Sınıfa Yönelik Duygular Ölçeği için 0.782 olduğu, faktörlere ilişkin güvenirlik için CR değeri incelendiğinde, Öğrenmeye Yönelik Duygular Ölçeği için 0.712 ile 0.870, Sınıfa Yönelik Duygular Ölçeği için 0.910 ile 0.962 aralığında değiştiği görülmüştür. Gerçekleştirilen analiz sonuçları, her iki ölçeğin Türkçe formunun geçerli ve güvenilir olduğunu göstermektedir.

Keywords

öğrenmeye yönelik duygular, sınıfya yönelik duygular, başarı duyguları, ölçek uyarlama

Adaptation of the Short Versions of the Achievement Emotions Questionnaire to Turkish Culture

Abstract

Recent studies have demonstrated a substantial link between emotions and learning processes. However, a complete understanding of emotions requires precise instruments.The validity and reliability of the short version of the achievement emotional scale developed by Bieleke et al. (2021) are intended to be analyzed in this study, with a focus on the emotional scales for learning and classroom emotions, and an adaptation of them to Turkish culture. Data from 725 university students was collected and confirmatory factor analysis was used to assess the validity. The alpha coefficients of Cronbach and composite reliability were used, and reliability studies were carried out. It was shown by the analysis that the original structure of eight emotional states (interest, hope, pride, anger, anxiety, shame, despair, boredom), with four elements for each emotion, totaling 32 elements, was retained by the scales when adapted to Turkish culture, and acceptable suitable indexes were exhibited. The alpha coefficient of Cronbach was found to be 0.804 for the Emotions Towards Learning Scale and 0.782 for the Classroom Emotions Scale. Values from 0.712 to 0.870 for the Emotions Towards Learning Scale and from 0.910 to 0.962 for the Classroom Emotions Scale were found by the examination of the composite reliability of factor-related reliability. The validity and reliability of both scales in their Turkish versions were confirmed by the results.

Keywords

emotions towards learning, classroom emotions, achievement emotions, scale adaptation

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